Abstract

Self-directed learning is defined as learning in which the learner chooses to assume the primary responsibility for planning, carryout, and evaluating the learning experiences. Self-directed learning has several ranges that indicate its levels, and every student has different self-directed levels based on their ability. The present study aims to determine the levels of students’ SDL (Self-Directed Learning). Moreover, this study also aims to find out the major factors that may influence self-directed learning levels. The subject of this study is 30 undergraduate students of Thesis Seminar Proposal Course at English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya during academic period of 2017/2018. The researcher uses The SRSSDL (Self Rating Scale of Self Directed Learning) and a semi open-ended questionnaire to obtain the data. Although the findings show that 90% of the students experience moderate level of SDL, there is also 3 students or 10% of the students who experience high level of SDL. Two major factors which influence Self-Directed Learning find as well. They are: a). Timely and Constructive Suggestion Factor. b) Intrinsic level because they have positive self-awareness of themselves in the learning. Awareness aspect of self-directed learning indicates that student understanding of the factors contributing to becoming good self-directed learners. To get to the “high self-directed learning” level, students required to maintain their self-directed learning level through keep their positive self-awareness in the learning process. If they cannot maintain their self-directed learning level, they will decrease their self-directed learning level into “low self-directed learning” level.